Since students in kindergarten are going through Erikson's fourth stage (Industry vs. Inferiority) it is important to let students know they are able to complete tasks on their on and get praise for the work they have done. Teachers should let students do things on their own, make mistakes and learn from them. In this lesson plan (learning how to write and count the numbers 1-20) teachers can let the students write the numbers themselves so the students feel accomplished.
LESSON PLAN:
SUNSHINE STATE STANDARDS:
Standard 3: Numeric Problem Solvers
MA.K.A.1.1 Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.
RATIONAL:
Within the real world a lot of things revolve around counting. By students learning this lesson, they will utilize their counting abilities as they begin to progress with larger numbers which in turn will help them in the future.
OBJECTIVE:
Kindergarten students will learn how to count to twenty. When asking to count aloud and write the numbers 1 through 20, the students will do so with 80% accuracy.
PROCEDURES:
1.Anticipatory Set- Play the song "Numbers Help me Count 1-20" Lyrics: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20 STOP! Isn't it funny how numbers help me count, help me count Isn't it funny how numbers help me count 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
STOP! Isn't it funny how numbers help me count, help me count Isn't it funny how numbers help me count
2. Tell the students that they will be learning how to count and write the numbers 1-20
3. On the board, show the students how to write the numbers and at the same time explain helpful tips so the students remeber how to write the numbers. For example, "To write the number 1 make a straight like down, to write the number 2 make a curve, go straight down and make a line across...). The students will have a handout where they can see the number drawn, trace the number, and write it themselves.
4. Use a "time line" type graphic organizer with a picture of 1 lollipop, the number 1, a traceable number 1 and a spot for them to write the number 1 (identical to the handout provided) and ask the students one-by-one to come to the board and write the numbers. (Hold up one lollipop and 1 finger to represent the number 1) (Teachers can also tell the students ways to say the number 1 in different languages to make the connection to speakers of a different language)
5. Go around the classroom to make sure the students are writing correctly. Tell the students they can talk to their neighbors if they have any questions.
6. Have the students verbally count to 20 using a manipulative such as lollipops (Give each students 1 lollipop and tell them to count until all the lollipops are gone).
7. Tell the students to write and say the numbers 1-20 and show their parents for homework.
ASSESSMENT:
The students will be given a chart with 20 boxes. They will fill in the numbers 1-20.
For homework, the students will be assigned to bring in 20 of something for the following day. They will then count their items out in front of the class.
ESOL STRATEGIES:
-Graphic Organizer
-Making the connection to the students (saying 1 in different languages)
-Hand gestures (holding up 1 finger)
-Use of manipulatives (lollipops)
-Group work (step 4)
Gardner's Multiple Intelligences: Visual-Spatial: We addressed this by using a graphic organizer.
Bodily-Kinesthetic: We addressed this by using manipulatives and having the students write the numbers themselves.
Musical: We could have addressed this by putting on a CD that has a "counting" song.
Interpersonal: We addressed this by having the students work in pairs.
Intrapersonal: We addressed this by giving a handout students could work on by themselves.
Linguistic: We could address this by bringing in a story book about counting.
Logical-Mathematical: We could address this by stating the concept of this lesson first.
Adjustments for learning styles (con't):
Concrete Sequential Learner: We added an activity for the concrete sequential learner by having the lollipops. By having these manipulatives, the students are able to have a hands on learning experience.
Concrete Random Learner: This is the type of learner that likes to see how things work. The activity with the lollipops may satisfy this learner. If more reinforcement is needed, maybe hand out 20 of something (M&Ms, blocks) and have the students see the 20 in front of them and count them out.
Abstract Random Learner: This learner is lead by emotions. They like to feel free in a happy learning environment. I think a pretty good environment is set up, but, perhaps counting out students as an activity could satisfy this learner. The students will feel free to roam around this way.
Abstract Sequential Learner: These are the learners that enjoy visuals. They are those students that analyze. Using the graphic organizer is a great tool for these learners, as well as the handouts.
LESSON PLAN:
SUNSHINE STATE STANDARDS:
Standard 3: Numeric Problem Solvers
MA.K.A.1.1 Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.
RATIONAL:
Within the real world a lot of things revolve around counting. By students learning this lesson, they will utilize their counting abilities as they begin to progress with larger numbers which in turn will help them in the future.
OBJECTIVE:
Kindergarten students will learn how to count to twenty. When asking to count aloud and write the numbers 1 through 20, the students will do so with 80% accuracy.
PROCEDURES:
1.Anticipatory Set- Play the song "Numbers Help me Count 1-20"
Lyrics: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
STOP! Isn't it funny how numbers help me count, help me count
Isn't it funny how numbers help me count
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
STOP! Isn't it funny how numbers help me count, help me count
Isn't it funny how numbers help me count
2. Tell the students that they will be learning how to count and write the numbers 1-20
3. On the board, show the students how to write the numbers and at the same time explain helpful tips so the students remeber how to write the numbers. For example, "To write the number 1 make a straight like down, to write the number 2 make a curve, go straight down and make a line across...). The students will have a handout where they can see the number drawn, trace the number, and write it themselves.
4. Use a "time line" type graphic organizer with a picture of 1 lollipop, the number 1, a traceable number 1 and a spot for them to write the number 1 (identical to the handout provided) and ask the students one-by-one to come to the board and write the numbers. (Hold up one lollipop and 1 finger to represent the number 1) (Teachers can also tell the students ways to say the number 1 in different languages to make the connection to speakers of a different language)
5. Go around the classroom to make sure the students are writing correctly. Tell the students they can talk to their neighbors if they have any questions.
6. Have the students verbally count to 20 using a manipulative such as lollipops (Give each students 1 lollipop and tell them to count until all the lollipops are gone).
7. Tell the students to write and say the numbers 1-20 and show their parents for homework.
ASSESSMENT:
The students will be given a chart with 20 boxes. They will fill in the numbers 1-20.
For homework, the students will be assigned to bring in 20 of something for the following day. They will then count their items out in front of the class.
ESOL STRATEGIES:
-Graphic Organizer
-Making the connection to the students (saying 1 in different languages)
-Hand gestures (holding up 1 finger)
-Use of manipulatives (lollipops)
-Group work (step 4)
Gardner's Multiple Intelligences:
Visual-Spatial: We addressed this by using a graphic organizer.
Bodily-Kinesthetic: We addressed this by using manipulatives and having the students write the numbers themselves.
Musical: We could have addressed this by putting on a CD that has a "counting" song.
Interpersonal: We addressed this by having the students work in pairs.
Intrapersonal: We addressed this by giving a handout students could work on by themselves.
Linguistic: We could address this by bringing in a story book about counting.
Logical-Mathematical: We could address this by stating the concept of this lesson first.
Adjustments for learning styles (con't):
Concrete Sequential Learner: We added an activity for the concrete sequential learner by having the lollipops. By having these manipulatives, the students are able to have a hands on learning experience.
Concrete Random Learner: This is the type of learner that likes to see how things work. The activity with the lollipops may satisfy this learner. If more reinforcement is needed, maybe hand out 20 of something (M&Ms, blocks) and have the students see the 20 in front of them and count them out.
Abstract Random Learner: This learner is lead by emotions. They like to feel free in a happy learning environment. I think a pretty good environment is set up, but, perhaps counting out students as an activity could satisfy this learner. The students will feel free to roam around this way.
Abstract Sequential Learner: These are the learners that enjoy visuals. They are those students that analyze. Using the graphic organizer is a great tool for these learners, as well as the handouts.